本研究主要目的在於： 一、 探究學校行政人員是否為高情緒勞務工作者 二、 瞭解情緒勞務構面與行政人員各背景變項的關係 三、 探討情緒勞務構面與工作滿意的關係 四、 分析情緒勞務構面與學校組織文化類型的關係 五、 瞭解學校組織文化類型與工作滿意的關係 最後根據研究結果之分析、討論，提出具體建議，做為教育主管機關、學校領導者、行政人員及未來研究者之參考。 依研究之需要，本研究編製「情緒勞務負擔量表」、「學校組織文化量表」及「工作滿意量表」等三種研究工具。以臺北市公立國民中學行政人員為問卷調查對象。共抽取47所國民中學，705名行政人員為施測樣本。自95年5月12日發出正式問卷705份 ，至95年5月25 日止，共回收問卷537份，可用問卷為518份，問卷回收率為76.2%，可用率為73.5%。最後運用描述性統計、皮爾森積差相關、單因子變異數分析及逐步多元迴歸等方法進行統計分析： 本研究之重要發現如下： 一、 臺北市國民中學行政人員屬於「高」情緒勞務工作者。 二、 國民中學行政人員的「情緒勞務」在性別、擔任職務方面有顯著的差異。 三、 各類型學校組織文化在年齡方面有顯著的差異。 四、 國民中學行政人員的「工作滿意」在年齡、擔任職務、行政年資及學歷方面均有顯著的差異。 五、 國民中學行政人員的「情緒勞務負擔」與「工作滿意」有顯著的正相關。 六、 各類型的學校組織文化與行政人員的「情緒勞務負擔」均有顯著的正相關。 七、 各類型學校組織文化與行政人員的「工作滿意」均有顯著的正相關。 八、 「創造型組織文化」、「科層型組織文化-責任歸屬型」、「支持型組織文化」、「基本的情緒表達」、「表層的情緒控制」與「深層的情緒偽裝」具有預測行政人員「工作滿意」之功能。 關鍵詞：情緒勞務、學校組織文化、工作滿意 / The main purposes of research are: 六、 To see if school administrators are high emotional labor. 七、 To exam the background factors affecting school administrators’ emotional labor. 八、 To investigate the relationship between school administrators’ emotional labor and their job satisfaction. 九、 To analyze the relationship between school administrators’ emotional labor and the school organization culture. 十、 To probe into the relationship between school organization culture and the job satisfaction. Finally, according to analysis discussion, the concrete suggestion will be proposed to educate the controlling organization, school leaders, administrators and the future researcher. According to the need of research, it is established three kinds of research tools such as emotional labor questionnaire, school organization culture questionnaire and job satisfaction questionnaire. The survey focuses on Taipei junior high school administrators which extract 47 junior high schools about 705 administrators for the sample. On May 12, 2006 705 official questionnaires were sent out and 537 questionnaires were collected on May 25. There are 518 available questionnaires. The questionnaire returns-ratio is 76.2% and the availability is 73.5%. The date is statistically analyzed by descriptive statistics, Pearson product-moment Correlations, one-way ANOVA and regression analysis. The important discovery of this research is as follows. 1. The administrators of Taipei junior high school tend to high emotional labor workers. 2. There is significant effect on sex and the post of the duty on Emotional labor of the administrators. 3. There is significant effect on age in all kinds of school organization culture. 4. Job satisfaction of the administrators had significant effect on age, the post of the duty, Administrative period of service, and the degree of education. 5. The job satisfaction of administrators had significant and positive correlation in Emotional labor. 6. The emotional labor of administrators had significant and positive correlation in all kinds of school organization culture. 7. The job satisfaction of administrators had significant positive correlation in all kinds of school organization culture. 8. Innovative organization culture, Bureaucratic organization culture-responsibility, supportive organization culture, basic emotional expresses, surface emotional control and depth emotional camouflage had functioned to forecast administrators’ emotional labor.

本研究的目的在於： 一、了解不同背景變項之教師兼職行政人員在心理契約各構面差異情形 二、探討不同背景變項之教師兼職行政人員在情緒勞務各構面差異情形 三、探討不同背景變項之教師兼職行政人員在辭卸兼職傾向之差異分析 四、探討教師兼職行政人員心理契約、情緒勞務與辭卸兼職傾向三者間 的關係 最後根據研究結果分析、討論、提出建議，最為主管機關、學校領導者、教師兼職行政人員及後續研究者之參考。 依研究需要，本研究使「心理契約實踐量表」、「情緒勞務負擔量表」、「辭卸兼職傾向量表」等三種研究工具。以大台北區公立國民中學教師兼職行政人員為問卷調查對象。共抽取57所公立國民中學818名教師兼職行政人員為施測樣本，自99年11月18日發出問卷818份，至99年12月3日止，共回收612份，可用問卷596份，問卷回收率為74.8％，可用率為72.9％。正式問卷回收後，以描述統計、獨立樣本t 考驗、單因子變異數分析、Pearson 積差相關、及逐步多元迴歸等統計方法分析資料。 經研究結果發現： 一、教師兼職行政人員的「心理契約」在擔任職務方面有顯著的差異。 二、教師兼職行政人員的「情緒勞務」在擔任職務及學歷方面有顯著的差異。三、教師兼職行政人員的「辭卸兼職傾向」在不同行政年資上有顯著差異。四、心理契約對辭卸兼職傾向無直接影響力 五、心理契約透過情緒勞務，可預測辭卸兼職傾向 六、情緒勞務對辭卸兼職傾向之預測力主要來自表層的情緒控制 關鍵詞：心理契約、情緒勞務、辭卸兼職傾向 / The main purposes of the research are: 1.To understand the differences of the teachers that serve the administrative work concurrently with various background factors in psychological contract. 2.To investigate the differences of the teachers that serve the administrative work concurrently with various background factors in emotional labor. 3.To explore the differences of the teachers that serve the administrative work concurrently with various background factors in turnover intention. 4.To probe into the relationship among psychological contract, emotional labor and turnover intention of the teachers that serve the administrative work concurrently. Finally, the analysis and the discussion will be given as suggestions to the controlling organization, school leaders, administrators and the future researchers. Based on the need of the research, three kinds of research tools are established: psychological contract fulfillment questionnaire, emotional labor questionnaire and turnover intention questionnaire. The survey focuses on Taipei junior high school teachers that serve the administrative work concurrently. Among the teachers, 818 teachers were sampled from 57 schools. On November 18, 2010, 818 questionnaires were issued and 612 questionnaires were collected on December 3. There were 596 available questionnaires. The questionnaire returns-ratio is 74.8％ and the availability is 72.9％. The data is statistically analyzed by descriptive statistics, T-test, Pearson product-moment Correlations, one-way ANOVA and regression analysis. The findings of this research are as follows: 1.Psychological contract of the teachers that serve the administrative work concurrently is positively correlated with their positions. 2.Emotional labor of the teachers that serve the administrative work concurrently is positively correlated with their positions and academic degrees. 3.Turnover intention of the teachers that serve the administrative work concurrently is positively correlated with administrative seniority. 4.Psychological contract has vaguely direct influence on turnover intention. 5.Turnover intention can be predictable by psychological contract via emotional labor. 6.The prediction of turnover intention via emotional labor is attributed to surface emotional control. Keywords: psychological contract；emotional labor； turnover intention

本研究主旨在於瞭解臺北市國民小學校長分布式領導、兼任行政教師情緒勞務與組織公民行為之現況，並分析不同背景變項之教師在知覺校長分布式領導、兼任行政教師情緒勞務與組織公民行為時產生的不同差異情形，且探討三者之間的關係，最後藉由校長分布式領導與兼任行政教師情緒勞務對其組織公民行為進行預測。 本研究採調查研究法，共計抽樣84所學校，發出540份問卷，回收451份問卷，其中有效問卷414份，問卷有效率達91.8%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。 本研究獲致以下之結論： 一、臺北市國民小學兼任行政教師知覺校長分布式領導為中高程度，以「校長專業自信與謙遜」之知覺程度為最高，「營造適當的變革時機」之知覺程度為最低。 二、臺北市國民小學兼任行政教師在其情緒勞務的知覺為中高程度，以「真誠演出」的知覺為最高，「深層演出」之知覺為最低。 三、臺北市國民小學兼任行政教師有中高程度之組織公民行為表現，以「敬業行為」之表現為最高，「工作要求高標準」的表現為最低。 四、臺北市國民小學兼任行政教師，因其性別、擔任職務、教育程度、學校規模、學校歷史之不同，而有不同的校長分布式領導知覺感受，以男性、擔任主任、研究所以上、學校規模在49班(含)以上、學校歷史在41-60年之教師知覺程度較高。 五、臺北市國民小學兼任行政教師，因其服務年資、擔任職務及學校規模之不同，而對於其情緒勞務之知覺感受有所不同，以服務年資21年(含)以上、擔任主任及學校規模在49班(含)以上之教師知覺程度較高。 六、臺北市國民小學兼任行政教師，因其年齡、服務年資、擔任職務及學校規模之不同，而展現出不同程度的教師組織公民行為，以51歲(含)以上、服務年資為21年(含)以上、擔任組長及學校規模為49班(含)以上之教師表現程度較高。 七、臺北市國民小學校長分布式領導、兼任行政教師情緒勞務與組織公民行為之知覺及各層面，彼此間具有正相關的關係。 八、臺北市國民小學兼任行政教師情緒勞務對教師組織公民行為整體及各層面具有預測作用，而校長分布式領導之層面「建構明確的績效責任」及「校長專業自信與謙遜」則對教師組織公民行為之「尊重學校體制」、「工作要求高標準」具有預測作用。 　　最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校長與兼任行政教師以及未來研究的參考。 關鍵字：分布式領導、教師情緒勞務、組織公民行為 / The study aims to investigate the current situation of the elementary school principal’s distributed leadership, administrations teacher’s emotional labor and organization citizenship behavior in Taipei City, and then analyze the administrative teachers in different background variables when they are conscious of the elementary school principal’s distributed leadership, administrations teacher’s emotional labor and organization citizenship behavior, and then explore the relationship among the three variables. In the end, the study through principal’s distributed leadership and administrative teachers’ emotional labor forecast the organization citizenship behavior. Questionnaire survey method is adopted in this study. The samples include 84 schools and 540 questionnaires were distributed. 451 questionnaires were returned. There were 414 valid questionnaires used in the statistic analysis and the usable rate is 91.8%. All data processing were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation , Multiple regression. The conclusions are as follows： 1. Elementary school administrative teachers’ perception of principal’s distributed leadership is above average , in which the item “principals’ self-confidence and humility” was the highest, and “creating a timing of trust” was the lowest. 2. Elementary school administrative teachers’ perception of teachers’ emotional labor is above average, in which the item “sincere performances” was the highest, and “deep acting” was the lowest. 3. Elementary school administrative teachers’ perception of teachers’ organizational citizenship behavior is above average and then the “dedication to the work” was the highest, and “highly working standards” was the lowest. 4. There are significant differences in the elementary school teachers’ perception of principal’s distributed leadership in terms of sex, position, bachelor of science, scale of school, and age of school. 5. There are significant differences in the elementary school teachers’ perception of teachers’ emotional labor in terms of years of service, position and scale of school. 6. There are significant differences in the elementary school teachers’ perception of teachers’ organizational citizenship behavior in terms of age, years of service, position and the scale of school. 7. There is positive correlation among the principals’ distributed, administrations teacher’s emotional labor and organization citizenship behavior. 8. Administrations teacher’s emotional labor have a predictive effect on teachers’ organization citizenship behavior. Keywords: distributed leadership, teacher’s emotional labor, organization citizenship behavior

本研究旨在瞭解臺北市公立國中校長正向領導、教師情緒勞務與學校效能的現況，並比較不同背景變項之國中教師知覺校長正向領導、教師情緒勞務與學校效能的差異情形，最後探討國中校長正向領導、教師情緒勞務與學校效能之關係。 本研究採問卷調查法進行研究，以臺北市之公立國中正式教師為對象，共發出552份問卷，回收495份，有效問卷474份，回收有效率85.86％。調查所得資料以IBM SPSS Statistics 22.0版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸分析等統計方法進行分析。 本研究主要發現如下： 一、臺北市公立國中教師知覺校長正向領導為中高程度，以「善用正向溝通」之知覺程度最高，「賦予正向意義」之知覺程度最低。 二、臺北市公立國中教師知覺教師情緒勞務為中高程度，以「基本的情緒表達」之知覺程度最高，「情緒多樣性程度」之知覺程度最低。 三、臺北市公立國中教師知覺學校效能為中高程度，以「教師教學成效」之知覺程度最高，「學生學習表現」之知覺程度最低。 四、就臺北市公立國中教師知覺「校長正向領導」而言，「性別」、「年齡」、「現任職務」、「服務年資」、「校長性別」、「學校規模」與「學校歷史」皆為重要之影響因素，以男性、51歲以上、擔任主任或組長、服務年資21年以上、男性校長、學校規模24班以下與學校歷史31～50年之學校教師知覺程度較高。 五、就臺北市公立國中教師知覺「教師情緒勞務」而言，「學校規模」為重要之影響因素，以學校規模49班以上之學校教師知覺程度較高。 六、就臺北市公立國中教師知覺「學校效能」而言，「性別」、「現任職務」、「校長性別」與「學校歷史」皆為重要之影響因素，以男性、擔任主任或組長、男性校長與學校歷史50年以下之學校教師知覺程度較高。 七、校長正向領導、教師情緒勞務與學校效能呈現兩兩正相關情形。 八、校長正向領導、教師情緒勞務對學校效能具有預測作用，以校長正向領導之「賦予正向意義」構面的預測力最佳。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國中校長、教師及未來研究之參考。 / The study aims to tap into the current situation of Taipei municipal junior high schools in terms of three aspects – principal positive leadership, teacher emotional labor, and school effectiveness. It also compares and analyzes junior high school teachers’ perceptions of the three aspects considering the teachers’ different background characteristics. Most importantly, the study explores the relationships among those three aspects of the schools. In order to conduct the study, a statistical survey was carried out, with a total of 552 questionnaires distributed to Taipei municipal junior high school teachers. In the end, 495 questionnaires were returned, but only 474 were valid responses – a response rate of 85.86%. The acquired data were later processed through IBM SPSS Statistics 22.0, for performing descriptive statistics, an independent samples t-test, a one-way analysis of variance, and carrying out Pearson product-moment correlation coefficient and multiple regression analysis. The results are as follows: 1.The degree to which Taipei municipal junior high school teachers perceive principal positive leadership styles is middle-high; among the different aspects of principal positive leadership, “engaging in positive communication” is the most perceived one while the aspect of “reinforcing positive meanings” is the least perceived. 2.The degree to which Taipei municipal junior high school teachers perceive their emotional labor is middle-high; among the different aspects of teacher emotional labor, “basic emotional expression” is the most perceived one while the aspect of “the amount of variety of emotions” is the least perceived. 3.The degree to which Taipei municipal junior high school teachers perceive school effectiveness is middle-high; among the different aspects of school effectiveness, “teachers’ teaching effectiveness” is the most perceived one while the aspect of “students’ learning achievement” is the least perceived. 4.Taipei municipal junior high school teachers’ perceptions of principal positive leadership can vary greatly with the teachers’ gender, age, current positions, seniority in school, the principals’ gender, school size, and school history. 5.Taipei municipal junior high school teachers’ perceptions of their emotional labor can vary greatly with school size. 6.Taipei municipal junior high school teachers’ perceptions of school effectiveness can vary greatly with the teachers’ gender, current positions, the principals’ gender, and school history. 7.Principal positive leadership, teacher emotional labor, and school effectiveness correlate positively with each other. 8.Principal positive leadership and teacher emotional labor can be used to predict school effectiveness; the strategy of principal positive leadership – “reinforcing positive meanings” – is the best predictor. Based on the above results, the study wraps up with concrete suggestions for institutions of educational administration, principals and teachers of junior high schools, as well as future research.

本研究旨在瞭解臺北市國民中學校長服務領導、教師情緒勞務與教師工作滿意度之關係。本研究採問卷調查法，共計抽樣47所學校，發出565份問卷，回收408份有效問卷，問卷可用率達72.2%。資料處理採用描述性統計分析、獨立樣本t檢定、單因子變異數分析(ANOVA)、Pearson積差相關及多元迴歸分析等統計方式進行統計分析。本研究分析結果分述如下： 一、臺北市國民中學校長服務領導為中高程度，以「楷模倡導」最高，「真誠感召」最低。 二、臺北市國民中學教師情緒勞務為中高程度，以「真情演出」最高，「深層演出」最低。 三、臺北市國民中學教師工作滿意度為中高程度，以「同僚關係」最高，「校長領導」最低。 四、不同「性別」、「職務」及「學校規模」之教師知覺校長服務領導之整體或分層面上有顯著差異。 五、不同「學校規模」之教師知覺情緒勞務之整體或分層面上有顯著差異。 六、不同「年齡」、「教育程度」、「服務年資」、「擔任職務」及「學校規模」之教師知覺教師工作滿意度之整體或分層面上有顯著差異。 七、臺北市國民中學校長服務領導、教師情緒勞務與教師工作滿意度呈現中度正相關。 八、臺北市國民中學校長服務領導、教師情緒勞務對教師工作滿意度具有預測作用。 / The purposes of this study was to investigate the relationships among the principals’ servant leadership, the emotional labor of teacher and the teachers’ job satisfaction in the junior high schools in Taipei City. The Questionnaire survey method was applied. The samples include 47 schools and 565 questionnaires were distributed. There were 408 valid questionnaires used finally in the statistic analysis and the usable rate was 72.2%. The data was analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation and multiple regression analysis. The conclusions of this study are as follows: 1.Junior high schools teacher’s perception of principals’ servant leadership is above average, in which the item “model behavior persuasiveness” was the highest, and the “honesty” was the lowest. 2.Junior high schools teacher’s perception of teacher’ emotional labor is above average, in which the item “genuine acting” was the highest, and the “deep acting” was the lowest. 3.Junior high schools teacher’s perception of teacher’ job satisfation is above average, in which the item “colleague relationship” was the highest, and the “principal leadership” was the lowest. 4.There are significant differences in the junior high schools teachers’ perception of principals’ servant leadership in terms of gender, duty and the scale of the schools. 5.There are significant differences in the junior high schools teachers’ perception of teachers’ emotional labor in terms of the scale of the schools. 6.There are significant differences in the junior high schools teachers’ perception of teachers’ job satisfaction in terms of age, education, length of service of school, duty and the scale of the schools. 7.There is a positive correlation among the principals’ servant leadership, teachers’ emotional labor, and teachers’ job satisfaction. 8.Principals’ servant leadership and teachers’ emotional labor have a predictive effect on teachers’ job satisfaction.

本研究旨在瞭解新北市國民中學校長正向領導、教師情緒勞務與教師組織承諾之現況，分析不同背景變項之教師對於校長正向領導、教師情緒勞務與教師組織承諾之知覺差異情形，並研究三者之間的關係，最後分析新北市國民中學校長正向領導與教師情緒勞務對教師組織承諾之預測力。 本研究採問卷調查法，共計抽樣37所國民中學，發出555份問卷，收回414份，回收率達75%，其中有效問卷共有371份，可用率達90%。問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元逐步迴歸分析等統計方法進行統計分析。 根據資料分析與討論的結果，本研究之研究結果如下： 一、新北市國民中學教師知覺校長正向領導、教師情緒勞務與教師組織承諾皆屬於中高程度。 二、新北市國民中學教師因其背景變項不同，對校長正向領導的知覺程度不同，以男性、41歲以上、服務年資21年以上、兼任主任以及學校規模61班以上之教師有較高的知覺程度。 三、新北市國民中學教師因其背景變項不同，對教師情緒勞務的知覺程度不同，以41歲至50歲、服務年資21年以上以及兼任主任教師有較高的知覺程度。 四、新北市國民中學教師因其背景變項不同，對教師組織承諾的知覺程度不同，以男性、41歲以上、碩、博士學歷、服務年資21年以上以及兼任主任之教師有較高的知覺程度。 五、新北市國民中學校長正向領導、教師情緒勞務與教師組織承諾整體及各分層面間具有正相關。 六、新北市國民中學校長正向領導與教師情緒勞務對教師組織承諾具有預測力，以賦予正向意義的預測力最佳。 本研究依據校長正向領導、教師情緒勞務與教師組織承諾之相關結論，提供教育行政機關、學校教育人員建議，以做為未來教育行政以及後續研究之參考。

目錄 謝誌－－－－－－－－－－－－－－－－I 摘要－－－－－－－－－－－－－－－－III ABSTRACT－－－－－－－－－－－－－－IV 目錄－－－－－－－－－－－－－－－－ V 表目錄－－－－－－－－－－－－－－－VII 圖目錄－－－－－－－－－－－－－－－VIII 第壹章　緒論 第一節　研究背景與動機－－－－－－－ 1 第二節　研究問題－－－－－－－－－－ 5 第三節　研究目的－－－－－－－－－－ 5 第四節　研究流程－－－－－－－－－－ 6 第貳章　文獻探討 第一節　真誠領導－－－－－－－－－－ 7 第二節　專注覺察－－－－－－－－－－ 13 第三節　情緒勞務－－－－－－－－－－ 18 第四節　主動顧客服務績效－－－－－－ 24 第五節　各變項間之關係及假設推論－－ 27 第六節　研究理論模式圖－－－－－－－32 第参章　研究方法 第一節　研究母體與抽樣對象－－－－－ 34 第二節　研究工具－－－－－－－－－－ 35 第三節　資料分析方法－－－－－－－－38 第肆章　研究分析與討論 第一節　樣本結構之敘述性統計分析－－ 41 第二節　信度與效度分析－－－－－－－ 43 第三節　相關分析－－－－－－－－－－ 51 第四節　整體結構方程模式分析－－－－ 52 第伍章　結論與建議 第一節　結論－－－－－－－－－－－－ 65 第二節　管理實務建議－－－－－－－－ 70 第三節　研究限制與後續研究之建議－－ 72 參考文獻 中文部分－－－－－－－－－－－－－－75 英文部分－－－－－－－－－－－－－－76 附錄一：研究問卷－－－－－－－－－－ 83